MANAGEMENT OF HIGHER EDUCATION

ROOM 303

Professor: EVA B. IMINGAN, Ph.D

09423544761
EmaIL: jr_imingan@yahoo.com
Office Hours: By Appointment

Overview of the Course

This course is designed to provide students who are new to the study of higher education an
overview of the field, its challenges, and opportunities. For those persons who have worked in
higher education, hopefully it is an opportunity to engage in an examination of structures and
practice. Our focus is primarily the higher education system in the Philippines; however, we will
touch on other systems as points of reference and comparison in what is becoming increasingly a
global network of colleges and universities, While the course introduces some of the historical
background of higher education, its ultimate aim is to be contemporary in coverage and future
focused. Because this is a survey of the field, no single topic can be covered with the depth that
it deserves, but the course attempts to ensure students have a working knowledge of the
structures, functions, major issues, and concerns within higher education, and opportunities to
address these issues through readings, discussion, research, projects and leadership.

The course is structured to present the world of higher education by posing overarching
questions that allow us to explore enduring issues throughout its history: What is the purpose of
higher education? Who is college for? How do people access and succeed in college? How do
we structure the institution to allow it to do its best work? What do we teach and how do we
teach to achieve our missions? How do we ensure the ongoing quality of the institution?

How has higher education changed as it addresses the questions mentioned above? What
phenomena in the society spur change and how does the system react, resist, or absorb these
changes across various aspects of higher education (student populations, curriculum and

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pedagogy, faculty and staff, and interactions with community and the larger society)? When
does higher education lead and when does it follow society?

The course spends some time looking at the impact of diversity on higher education, an
important issue for all members of the higher education community and one that requires
openness to a critical examination of our system as it responds to the complexity of
contemporary society. Through a number of speakers and readings, the course will consider the
current status of race, gender, and other types on diversity at colleges and universities, and how
these issues impact campus climate and learning.

Course Objectives
This course is designed to help participants accomplish the following objectives:
● To understand the Big Picture of higher education and view that picture within both the
historic and contemporary realities of higher education.
● To explore the organizational structures and goals of higher education and its role within
our society
● To think critically about current issues in Philippine higher education (primarily) and
their connection to other higher education systems
● To anticipate the future of higher education and the levers available to shape or change
that future
● To introduce and learn from higher education practitioners and models of leaders
● To explore a topic of professional interest through the study of a college or university
program or intervention

Texts and Required Readings

Required:
Altbach, P. G., Gumport, P.J., & Berdahl, R.O. (2011). American Higher Education in the
Twenty-First Century: Social, Political, and Economic Challenges (Third Edition).
Baltimore: Johns Hopkins University Press.

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Selingo, J. J. College (Un)Bound: The Future of Higher Education and What It Means For
Students.

Other Class Readings and Suggested Bibliography:

In addition to the required textbooks, the instructors will provide other readings through the
Ctools site. Readings will be assigned for each class and can be found on the Course Schedule.

Students should become familiar with important higher education journals and publications.
There are several higher education news publications that are readily available and many
national newspapers (New York Times, Huffington Post, etc.) carry important higher education
stories. Students should make it a practice to consult some of these on a weekly basis. All of
these publications have online formats.

Chronicle of Higher Education

Inside Higher Education
Diversity in Higher Education

A bibliography of additional readings will be posted on Ctools (see resource section). This
bibliography provides good coverage of our topics and provides supplemental resources for class
discussions, projects and initial planning of your major writing assignment.

Learning Outcomes

The learning goals for the course are framed as outcomes the instructor hopes every student will
achieve and for which learning activities have been designed to achieve.
Students completing this course will
 Be able to provide a contextual history of major events impacting higher education in the
United States
 Be able to discuss in written and oral formats the basic structural components of higher
education and how these components contribute to educational goals of institutions
 Know the various types of higher education institutions and their roles within the larger
system

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  Be able to discuss major issues in higher education and the backgrounds and implications
of those issues
 Be able to produce a piece of research related to an identified issue or program in higher
education

General Assumptions:
Teaching about higher education carries with it certain assumptions that should be articulated to
ensure that the underlying premises from which the course has been developed are explicit, even
if members of the class may not agree with some of them.

Assumptions:
 Higher education is both a personal benefit and a public good. We hear questions
frequently about whether higher education is more a personal benefit or a social or public
good. This course assumes that it has been and will continue to be both. The issue is
how we act on both. Our economic argument (you’ll more readily get a job and earn
more money) for higher education point to its personal benefit. We often lead with this
position in attracting potential students to our institutions. Our arguments for the public
benefit (you’ll be a better citizen) seem to have less weight and more questions about
their measureable outcomes.
 Higher education has an obligation to use its resources to address societal needs.
 Higher education in the Philippines should be open to all capable students.
 The study of higher education does not fit neatly into a specific disciplinary frame but
draws on a wide variety of formal research-based practices and informal observations
about institutional and system behaviors. Therefore, we learn about higher education
from a variety of sources and subject fields.
 Higher Education has multiple goals and intended outcomes, but a primary one is the
transmission of the knowledge and skills needed for work, economic viability and civic
life in a democratic society.
 Individuals practicing leadership within the higher education profession have a privileged
position and thus a responsibility to influence their individual institutions, the larger

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 system of higher education, and the larger society toward those goals that promote and
support equity and social justice within the society.

Course Format:

This is a seminar course and is designed to have faculty and students share in the joint process of
constructing an environment of participatory learning through reading, research, discussion, and
activities that stimulate shared experiences. We will use two common texts to help organize and
frame our discussions, supplemented by various articles and readings that will be available on
Cools. The course will have a “hands-on” component to complement the theoretical and
research principles that will be introduced. Given the state of the field and the interests
expressed by students taking the course, we may work together or in groups on a concrete project
that integrates many of the professional competencies needed to succeed and advance in the
profession.

This three-hour class incorporates a variety of activities in order to cover the content and engage
students in the learning process. These activities include student discussions and presentations
based on the readings, faculty-led mini lectures, informal debates, group project, and written
papers. To function well, a seminar course relies heavily on the regular and vigorous
participation of all class members.

Readings and assignments have been chosen to provide exposure to professional practice and
scholarship in this subject area. Unlike other courses, we won’t always come to class with the
sole purpose of discussing the readings, but understanding their content will be very important in
interacting with guest presenters and in accomplishing the course projects. Nonetheless, it will
be important to keep up with the readings for each session, and there will also be a chance,
toward the end of the term, to demonstrate mastery of what has been read and to interrelate it
with other course activities through a research paper and a short presentation.

Teaching Philosophies
Our approach to the course and the underlying teaching strategy reflect conceptual
understandings held by the instructional team:

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Students bring different experiences, motivations and learning styles to the classroom. The
implications of this observation not only include the challenge to bring a wide range of ideas
forward through readings and discussion, but also the need to recognize that some students might
be taking the class as a basis for further research, others to broaden their career opportunities and
some out of a general interest in higher education. All students have something to contribute but
not all students will contribute in the same way.
The subject matter can be approached in a variety of ways. As we will discover, much of
what is written about higher education as a general field of study is derived from the work of
sociologists, psychologists, economists and educators. Recently, professionals in the field have
pointed to an emerging “science” to complement the “art” that has long dominated professional
practice in education.
The teaching-learning processes in higher education are inherently transformational
processes hidden in transactional exchanges. This principle is central to the seminar. It brings
implications for the ways in which learning goes beyond a redistribution of information or
resources between individuals and points to higher education’s ability to reshape identities and
transform lives.
Learning should be fun and satisfying but not entertainment. This subject matter deserves
serious consideration. Open discussions and debate are encouraged. We learn through our
differences of opinions and approaches, but we can also take pleasure in vigorous exchanges
wherein our minds are presented with opportunities to re-think old concepts and perspectives and
learn new ones. Laughter is encouraged.

Pedagogical Strategies
 Engage students in learner-centered activities, supported by examination of relevant
research using primary and secondary sources

 Provide a balance of structured class activities and opportunities for students to think
creatively about their learning process

 Acquaint students with resources they can use for extended study in particular areas

 Call upon students to use multiple intelligences and intellectual skills

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  Expect the faculty to act as a facilitator of the learning process encouraging

Course Expectations for Participants

All members of the course are expected to participate and be engaged in completing the
assignments for the class meetings--reading the required texts and other assigned readings;
participating in class exercises and discussions, completing written assignments, developing oral
presentation, and participating in a group project.

Course Requirements
Writing Style: All written assignments must be typed, spell-checked, proofread for grammar and
usage, and should conform to the style and reference notation format outlined by the 6 th edition
of the Publication Manual of the American Psychological Association or other writing style as
may be specified in this syllabus. Please double-space all assignments and use 12-point font
with a one-inch margin on all sides of the paper. Unless otherwise noted, all papers will be
submitted through Ctools.
Attendance Policy: This is a seminar/lecture course. Reading the material for class is important,
but equally important is the conversation that takes place in the classroom. The sharing of ideas,
active listening, and many questions form the basis of the learning process. This process
assumes that students are in class regularly and engaged with the subject matter and each other.
Electronic recordings or note-taking by a peer cannot take the place of being in class.
Academic Honesty Policy: Each student is responsible for knowing and complying with the
academic honesty policy for the University. This instructor will approach each person’s
submitted work as the originator’s declaration of original efforts.
Late Assignments: Students are expected to submit assignments on the announced dates.
Assignments submitted after the announced due date will receive point reductions--the later the
submission, the more the point reduction. Students with any special learning needs or
accommodations that would affect the timing of completion of assignments should notify the
instructor after the first class.

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Classroom Civility: This course, to a great extent, is based on talk—the give and take of
discussion. Students are expected at all times to conduct themselves in a manner that supports
the teaching-learning process. The expectations below will be discussed at the beginning of our
course and monitored throughout the class:

Community Expectations
 Know when to step up and step back in discussions
 Express disagreement with respect
 Use technology in class respectfully, using laptops and mobile devices for course work
only
 Be on time (Michigan time)
 Keep side conversations to a minimum
 Avoid personal put downs or accusatory comments
 Assume that others have positive motives and are doing the best they can to learn from
and engage with the material

Course Changes Policy: The instructor reserves the right to alter information in this syllabus as
needed to accurately reflect the course coverage and to enhance the learning outcomes of the
course. When or if changes are necessary, they will be announced in advance and students will
have appropriate time to make adjustments. Any anticipated changes will be discussed with the
class for input and as part of the decision making process; however, final decisions about
changes are the responsibility of the instructor.

Course Philosophy on the Assigning of Grades

Students stress over grades, even in graduate school. While grades are a necessary tool given the
educational models we have adopted, they are not the end goals of a class. They are at best a
representation of attempts to codify for our systems of accountability that some level of learning
has taken place. The instructor for this class starts with the assumption that all students in the
class are capable of earning and plan to earn the highest grade for the course to mirror the level
of their work and involvement with the subject matter. Therefore, the expectation is that
students will/should earn an “A” grade. However, in the event that students do not fully meet

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this expectation, other grades will be assigned in accord with the scale given below. The course
will use the following assignments for awarding points for the various course activities.

Course Assignments and Activities

Class Participation (15 Points)

This course is a discussion course, not a lecture. While the instructors will provide some lecture
sections, the expectation is that students will read the assigned material and come prepared for
the reciprocal learning that takes place from the shared discussions and other activities that will
happen in class. Class participation also means that students will be present for class and will
join in the various class-related activities that help introduce them to the field of higher
education. One expectation is that all students will volunteer for or be assigned to facilitate a
discussion based on the readings from the text and/or other sources. Use of PowerPoint or other
visuals is encouraged; however, students may use other presentation formats to engage the class
and stimulate discussion. Leading the class discussion around the readings means being
prepared to summarize the content of the material, raise questions about the material and suggest
how it helps us understand the content focus for that class session. It is important to look at what
authors have said but perhaps have not said in their material and to suggest other perspectives or
points of view, where appropriate.

Proposal for Course Paper (15 Points)

Students will select a topic of their choice and prepare a proposal (prospectus) for their class
paper using the research paper format for a major education association (ASHE). The idea of the
proposal is to propose for study a specific area or issue in higher education using existing
research and current material. The proposal must include at least ten sources and present a thesis
or research question that can be addressed in the paper. The purpose of the assignment is two-
fold: it provides opportunity for feedback and discussion of the topic and allows students to
become familiar with formats for proposing a presentation to a national conference. Formats for
the proposal will be discussed in class and posted on Ctools.

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Course Paper (30 Points)
Based on the approved proposal, students will develop and write at least 12 content pages (does
not include references) on a topic of their choice (guided by instructor’s feedback). The idea of
the paper is to explore a specific area or issue in higher education using existing research and
current material. The paper must include at least ten resources and present a thesis or research
question that can be addressed in the paper. The paper will use American Psychological
Association (APA) formatting. This paper will be due at the end of the course. Criteria for
assessing the paper will be posted on Ctools.

Institutional Type Analysis (20 Points)

Select an institutional type (i.e. community college, research institution, for-profit, tribal
colleges). Based on an analysis of historical and current material related to the institutional type,
develop and write an 8-10 page paper focused on a particular issue or concern related to this type
of institution. Students should include the following information:
 Discussion of why you selected this type of institution
 Some historical information about the type
 A discussion that situates the institutional type within the framework of higher education
(mission, structure, governance, funding)
 Define one or two specific issues or concerns for you related to this type
Criteria (rubric) for grading will be available on Ctools.

Group Project (Model Higher Education Institution) (25 Points)

This course is designed as an introduction to higher education. As such it seeks to have students
think about the purposes, structures, and make-up of institutions, but it also seeks to have
students anticipate and plan for the future. Work groups for this assignment will be organized
during the second week of class. Groups will be asked to work together over the course of the
semester to design an ideal new institution (private or public) or higher education system for a
state. The goal is to use what you know about higher to develop new models or to improve on
our current models. The presentation of this project will involve both a written presentation
(PowerPoint) and oral presentation/poster session as scheduled in the Course Schedule. The

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 same grade for the project will be given to all members of the group. Groups will be assigned by
the instructors. Criteria for grading the written and oral presentations will be posted on Ctools.

Academic Issues Debates (20 Points)

The world of higher education is complex and dynamic, and while we often joke about the slow
movement of higher education (decisions and outcomes), we understand that our industry is
constantly changing, and that change often brings controversy. Higher education practitioners
should be aware of these complexities and changes and able to understand and discuss the
implications of them for the various constituencies. In this class, one assignment is to take on a
few of these important and sometimes controversial issues to examine them from various
perspectives. In a “quasi-debate” format, student groups will tackle important issues, gather
background information, and present their arguments for the issues in class. The important work
is being able to see multiple sides to the issues and have a sense of the many factors that could
enter into decision-making processes. Faculty and administrators who are experts in these issues
will be invited to class to share reflections on the students’ discussions of the issues.

Course Schedule

Date Class Activities Assigned Readings

Session 1 Introduction to the Course Course Syllabus (Read and come prepared with questions)

Introductions: students and Berdahl, R. O., Altbach, P. G., & Gumport, P. J. (2011).
instructors (Your higher Introduction: The context of American higher education. In
education journey) Altbach, P. G., & Gumport, P. J. (Eds.), American higher
education in the twenty-first century: Social, political, and
Our Questions: economic challenges (pp. 1-11). Baltimore: The John Hopkins
So why study higher education? University Press.
What do we need to know about

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 higher education and how do we Selingo, J. J. (2013). College (un)bound: the future of higher
need to learn it? What has education and what it means for students (pp. 162-170).
allowed higher education to Boston: Houghton Mifflin Harcourt.
sustain itself and what should be
sustained into the future? Deresiewicz, W. (2015). How College Sold Its Soul and
Surrendered to the Market. Harper’s Magazine, September
Course Plan and Requirements 2015.
(review of the syllabus)

Introduction to the texts (Altbach

and Selingo) and discussion of
readings

Session 2 What are the roles and goals of O'Banion, “Focus on Learning: The Core Mission of Higher
higher education: The mission- Education” (see course articles)
purpose question
Selingo, J. J. (2013) College (un)bound: the future of higher
What is higher education: education and what it means for students. (pp. 4-34). Boston:
Defining the field of study? Houghton Mifflin Harcourt.

Please review the mission and Keeling, R. & Hersh, R. (2012). Higher education without
history of your previous higher learning (Chapter 1), in We’re Losing Our Minds:
institution(s) Rethinking Higher Education. New York: MacMillan.

Groups formed for Group Project

on the Future of Higher
Education

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Session 3 How did we get where we are: Altbach, P. G. (2011). Patterns of higher education. In Altbach,
The historical context of higher P. G., & Gumport, P. J. (Eds.), American higher education in
education the twenty-first century: Social, political, and economic
challenges (pp. 15-36). Baltimore: The John Hopkins
Creating a chronology of higher University Press.
education: major events,
players, and changes Geiger, R. L. (2011). The ten generations of American higher
education. In Altbach, P. G., & Gumport, P. J. (Eds.), American
higher education in the twenty-first century: Social, political,
and economic challenges (pp. 37-68). Baltimore: The John
Hopkins University Press.

Selingo, J. J. (2013). College (un)bound: the future of higher

education and what it means for students. (pp. 55-103). Boston:
Houghton Mifflin Harcourt.

O'Brien, E. M., & Zudak, C. (1998). Minority Serving

Institutions: An Overview. New Directions for Higher
Education, 102, 5-15.

Session 4 How are we organized to do the Schmidtlein, F. A., & Berdahl, R. O. (2011). Autonomy and
work of higher education: The accountability. In Altbach, P. G., & Gumport, P. J. (Eds.),
structure and forms of higher American higher education in the twenty-first century: Social,
education political, and economic challenges (pp. 37-68). Baltimore: The
John Hopkins University Press.

Organizational charts activity Birnbaum, R. (1988). How colleges work (pp. 3-29). San
Francisco: Jossey Bass.
Due: Proposal by 12am on
Ctools Tierney, W. G. & Hentsche, G. C. (2007). Growth, demand, and

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 purpose in higher education. New players, different game:
Guest Speakers: Panel Understanding the rise of for-profit colleges and universities
Professional Schools (pp.185-200). Baltimore: Johns Hopkins University Press
Organization

Session 5 Who pays and how much: Johnston, D. B. (2011). Financing higher education: Who
10/9 Financing higher education should pay? In Altbach, P. G., & Gumport, P. J. (Eds.),
American higher education in the twenty-first century: Social,
Activity political, and economic challenges (pp. 315-340). Baltimore:
First Debate: Proposition The John Hopkins University Press.
The United States should provide
two years of free college tuition Mumper et.al. (in Altbach) “The Federal Government and
at an accredited institution of Higher Education, (pp. 113-138);
higher education to all citizens
who graduate from an American Corrigan (in Altbach), “ The States and Higher Education,” (pp.
higher school. 139-165);

Doyle. W., (2012). The Politics of Public College Tuition and

State Financial Aid. The Journal of Higher Education, Vol. 83,
No. 5, Sept./October, pp. 617-647.

Session 6 Who are the internal players: The O’Neil (in Altbach), “Academic Freedom: Past, Present, and
professoriate and other roles
The Academic Professoriate
Administrative Leadership
Higher Education Staff Roles
Guest Speakers: TBA
Future,” (pp. 88-110); Altbach, “The Professoriate in the
Twenty-First Century,” (pp. 227-253); Eckels and Kezar,
“Presidents Leading: The Dynamics and Complexities of
Campus Leadership,” ( pp. 279-311);
Carlson, “Administrative Hiring Drove 28% Boom in Higher-
Ed Work Force,” Chronicle of Higher Education, February 5,
2014 (Comment)

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 Gappa, et.al. “The Changing Context for Faculty Work and
Workplaces,” in Introduction to American Higher Education
(2011) edited by Shaun Harper and Jerlando Jackson

Pittman, T. (2012). “Perceptions of Academics and Students as

Customers: A Survey of Administrative staff in Higher
Education,” Journal of Higher Education Policy and
Management, Vol. 22, issue 2.

AAUP Charter and Statement of Governance (online—

www.aaup.org/report/1966-statement-government-college-and-
universities) or see Ctools Resources

Session 7 What do we teach and how do Bastedo, M. (2011) Curriculum in higher education: The
people learn: curriculum and organizational dynamics of academic reform. In Altbach, P. G.,
pedagogy & Gumport, P. J. (Eds.), American higher education in the
twenty-first century: Social, political, and economic challenges
Due: Institutional Type Paper by (pp. 409-432). Baltimore: The John Hopkins University Press.
12am on Ctools
Academically Adrift Chapter 1/ video (Students should watch
before coming to class)

Museus, S., Ravello, J. & Vega, B. (2011). The Campus Racial

Culture: A Critical Race Counterstory. In Museus, S. &
Jayakumar, U. “Creating Campus Cultures: Fostering Success
Among Racially Diverse Student Populations.” P. 29-45.

Session 8 Who’s in and who’s out: Altbach Chapter 10,17

accessing higher education
Goldrick-Rab,S., & Cook, M. A. E. (2011). College students
and changing contexts. In Altbach, P. G., & Gumport, P. J.
Speaker: Panel of Students (Eds.), American higher education in the twenty-first century:

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 Social, political, and economic challenges (pp. 409-432).
Baltimore: The John Hopkins University Press.
Debrief WCC Visit
Yosso, T. J., Parker, L., Solorzano, D. G., & Lynn, M. (2004).
From Jim Crow to affirmative action and back again: A critical
race discussion of racialized rationales and access to higher
education. Review of Research in Education, 1-25.

Jaschik, S. (2014). Merit, diversity, and grad admissions. Inside

higher ed. Retrieved from
http://www.insidehighered.com/news/2014/07/14/scholar-
explores-how-graduate-admissions-committees-view-measures-
merit-and#sthash.fenY86Ey.dpbs

Session 9 What are the outcomes of a Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002).
college education: College Diversity and higher education: Theory and impact on
outcomes, assessment, and educational outcomes. Harvard Educational Review, 72(3),
quality 330-367.

What does industry want? An overview of U.S. Accreditation

Learning outcomes? http://files.eric.ed.gov.proxy.lib.umich.edu/fulltext/ED544355.p
df
Assessing Outcomes
Branch, T (2011 October). “The Shame of College Sports.” The
The Role of Accreditation in Atlantic Monthly. Retrieved from
Overseeing Institutional http://www.theatlantic.com/magazine/archive/2011/10/the-
Effectiveness shame-of-college-sports/308643/

Second Debate: Should college

athletes be paid?: Issues of Rawlings Panel Report on Intercollegiate Athletics at UNC

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 Educational Outcomes and
Equity

Session 10 The “D” Word Racial Tensions grow at University of Michigan

http://www.insidehighered.com/news/2014/01/21/racial-
How do we come together as a tensions-grow-university-michigan#sthash.IkHrOQNP.dpbs
campus community: The campus
experience—implications for Milem, J.F., Chang, M.J., and Antonio, A.L. (2005). Making
equity and inclusion? Diversity Work on Campus: A Research-Based Perspective.
Washington, DC: American Association of Colleges and
Universities.

Smith, D. G. (2011). The diversity imperative: Moving to the

next generation. In Altbach, P. G., & Gumport, P. J. (Eds.),
American higher education in the twenty-first century: Social,
political, and economic challenges (pp. 409-432). Baltimore:
The John Hopkins University Press.

Strategic Diversity Plan Report (See Ctools)

Session 11 How do we serve the public Weerts, D. and Sandmann, L. (2008). Building a Two-Way
11/20 good: Community and other Street: Challenges and Opportunities for Community
constituents Engagement at Research Universities. The Review of Higher
Education, 32(1).
What is community engagement?
How do we assess outreach? Collins, W. (2011). Authentic Engagement for Promoting a
What “public good” do we College-Going Culture. Journal of Higher Education Outreach
serve? and Engagement, 15(4).

Steinberg, K., Hatcher, J., and Bringle, R. (2011). Civic-Minded

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 Graduate: The North Star. Michigan Journal of Community
Service Learning, Vol. 18. No.1 Fall

Bortolin, K. (2011). Serving Ourselves: How the Discourse on

Community Engagement Privileges the University Over the
Community. Michigan Journal of Community Service Learning,
Vol. 18. No. 1. Fall.

Session 12 What’s ahead; the future Selingo, “The Online Revolution,” (pp. 86-101); “The Student
Swirl,” “Degrees of Value,” “The Skills of the Future,” (pp.
Who gets to determine the future 106-159), “Future Forward,” (pp. 184-212).
of higher education?
The College of 2020: The Future of Higher Education
College2020 (a blog)
Poster Session (Each group gets
30 minutes for its presentation)

Poster and PowerPoint due

Session 13 Wrap Up and Thinking About Keeling, R. & Hersh, R. “Talk of Change is Not Change:
the Future of Higher Education Rethinking American Higher Education,” in We’re Losing Our
Minds: Rethtinking American Higher Education, pp. 149-177.
Follow Up Discussion From
Poster Session

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What have we Learned and New
Considerations

Wrap Up

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